1、教學設計（教案）模板基本信息學 科年 級教學形式教 師單 位課題名稱學情分析分析要點：1.教師主觀分析、師生訪談、學生作業(yè)或試題分析反饋、問卷調(diào)查等；2.學生認知發(fā)展分析：主要分析學生現(xiàn)在的認知基礎（包括知識基礎和能力基礎），要形成本節(jié)內(nèi)容應該要走的認知發(fā)展線；3.學生認知障礙點：學生形成本節(jié)課知識時最主要的障礙點。教學目標A、語言知識方面：1）Where, what when 引導的特殊疑問句并能做出相應的問答。2）能掌握句子：Where are you going? Im going to ? What areyou going to buy(do)? Im going to ? When

2、 are you going? Im going ?并能在實際情景中運用。3）能在圖文和場景下進行簡單的交流和表演。4）能夠使用各種疑問句采訪他人的計劃并做記錄。B.情感態(tài)度方面通過本課的學習使學生達到運用英語交際的能力，培養(yǎng)學生的合作精神和創(chuàng)新意識。教學過程Step 1、熱身 (Warm-up)1、Greeting.2、全班齊唱本單元的歌謠。Step 2、新課呈現(xiàn)及操練 (Presentation & Practice)1、 猜謎語。T：I have four riddles. This is a place. There are many kinds of books in it,

3、 you can buy or choose any book you want. Where is it?Ss: Its a bookstore.教師對學生給予及時的評價及表揚，給學生相應的小組加分。 T: 教師依次說出另外三個謎語，引出本課的生詞：shoe shore, fruit stand, pet shop, 為后面的句型替換做好準備。2、用課件出示幾幅圖片，讓學生練習T：There are some places. Where are you going to this weekend? Im going to the library.同時板書Where are you going

4、 to this weekend? Im going to the library.并領讀。Ss: Im going to the library.S1: Im going to the park.S2: Im going to the pet shop.然后讓學生兩人一組練習，然后找?guī)捉M學生展示他們的對話。3、出示Chenjie頭飾問：Who is she?Ss: She is Chenjie.T: Yes, she is Chenjie. She is going to buy something. Lets listen and answer three questions. (課件出示

5、問題同時教師把問題讀一遍)聽完錄音后讓學生四人一組，討論完成表格。T：（指Chenjie）Where is she going this afternoon?S1: She is going to the bookstore.利用課件回到表格，出示問題答案。T：（把C頭飾給學生）Where are you going this afternoon?S2: Im going to the bookstore.問兩到三名學生。T：What is she going to buy?S5: She is going to buy a comic book.利用課件回到表格，出示問題答案。T：Im go

6、ing to buy a magazine. What are you going to buy? Or what are you going to do? 同時板書What are you going to buy? Im going to 并用所學的單詞進行替換，如：newspaper, book, magazine 等。 S6: Im going to buy a book.問一到兩名同學。T：When is she going?Ss: She is going at 3 oclock.利用課件回到表格，訂正答案。板書When are you going? Im going at 3 o

7、clock.教師領讀并用tomorrow, next week, on Monday等表示時間的詞進行替換。問一到兩名學生。3、聽錄音，跟讀。教師把學生分成兩組（男女生）分角色表演對話，然后讓學生兩人一組分角色表演，并對做的好的組及個人給所在小組加分。（設計意圖：這一步，主要考慮到英語程度差一點的學生，最起碼要讓他們掌握課本上的內(nèi)容，給他們一點自信心，覺得自己本節(jié)課學到了一些知識，并不是一無所獲。） Step3 Task1、讓學生四一小組，采訪他人的周末計劃并做記錄，完成表格內(nèi)容。最后讓學生把他們的采訪過程表演出來，教師對每組的表現(xiàn)給予及時的評價。Step4 Consolidation1、出示

8、課件，教師把本課所學主要句型編成歌謠并領讀。然后讓學生自編歌謠。在學生說完后，對本節(jié)課學生的表現(xiàn)給予評價，并對優(yōu)勝組給予表揚及鼓勵。2、Homework:* Copy B: copy the main sentences for 3 times; Read Lets talk to your parents for 3 times; Interview your parents or friends weekend plan. 板書設計Unit 3 My holidayWhat are you going to do? What are you going to buy(do)? Im goi

9、ng to When are you going? Im going at 3 oclock.作業(yè)或預習Copy B: copy the main sentences for 3 times; Read Lets talk to your parents for 3 times; Interview your parents or friends weekend plan. 自我評價本課的教學內(nèi)容是Part B中的Lets talk 部分的句型和Pair Work。重點讓學生區(qū)分Where, What, When在be going to 結(jié)構(gòu)中的運用，理解一般將來時的意義和基本構(gòu)成，并且熟練運用句型進行語言交際。課堂中通過各種游戲，活動，學生，難點的掌握也是很不錯的。因此從整體來說，